Curriculum Design and Development: Analysis, Evaluation, & Improvement

This report provides a comprehensive analysis of curriculum design and development, examining its purpose, approaches, and models used in education and training. It evaluates the significance of learner feedback in shaping the curriculum and explores risk management strategies during the development process. Methodologies for monitoring and evaluating curriculum effectiveness are measured, and the report assesses the achievement of learning outcomes and the delivery of the curriculum. Furthermore, it identifies areas for improvement and suggests practical enhancements to education and training curricula, providing a holistic view of curriculum design and its impact on student learning and professional development. Desklib offers this assignment solution along with a wealth of study tools to support students' academic endeavors.

Curriculum Design

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK...............................................................................................................................................3
1.1 Examine the purpose of curriculum design and development...............................................3
1.2 Evaluate approaches and models of curriculum design and development used....................4
1.3 Explain significance of learner feedback at the time of developing curriculum...................5
1.4 Examine how risk is managed while developing curriculum....................................................6
1.5 Measure methodologies used to monitor and evaluate curriculum.......................................7
TASK 2............................................................................................................................................8
TASK 3............................................................................................................................................9
3.1 Evaluate the achievement of the learning outcomes of an education and training
curriculum....................................................................................................................................9
3.2 Evaluate the delivery of an education and training curriculum...........................................10
3.3 Identify areas for improvement for education and training curriculum..............................10
3.4 Make improvements to education and training curriculum.................................................11
CONCLUSION..............................................................................................................................12
REFERNCES:................................................................................................................................13
Books and Journals:...................................................................................................................13

INTRODUCTION
The report aims to analyse the importance and purpose of curriculum in both theoretical and
practical manner. This shows that there is requirement of teaching and education in every field
and for every individual. Teaching makes an individual filled with skills and capabilities to meet
with the challenges and opportunities. In education and teaching both teachers and students
maintain a relationship among them to understand problems and work on them together. This
shows that, curriculum is a type of syllabus which includes various kinds of units and modules.
Curriculum is a crucial part of teaching which sets a standard and policies to provide teaching to
all the students. The report is going to analyse the way through which a teacher can design the
curriculum and provide a better learning experience. The report will prepare the key practices
and understanding of designing a syllabus in order to carry out roles and responsibilities of
teaching. It involves participation of stakeholders,
TASK
1.1 Examine the purpose of curriculum design and development.
There are certain reasons or purpose behind designing and developing curriculum, which
are stated below -
 Academic purpose – Curriculum design and development in academics gives a path way
to teachers. As a teacher of leadership it is importance to show a correct path to students.
Along with this when teachers have proper curriculum then they will be able to deliver its
message to students in a very effective manner (Clinton, and Walkington, 2019). This
will improve learning and understanding to students.
 Social purpose – Rather than paying attention towards studies, students pay more
attention towards earning. For the sake of earning money, they left their studies and
continuous to earn. All this affect career to students badly and they may face numerous
problems in upcoming years. So, in order to divert mind of students towards studies it's
important to design a proper curriculum design.
 Economic purpose – Students are considering as future of country. When students
involved themselves towards learning this will improve their skills and knowledge, which
will help them in future. Teachers should design curriculum in such a way that can
improve learning as well as skills of students. By improvement in their skills they will be

able to make contribution towards economy and can provide benefit to economic. Also
this will improve condition of native country and they be bringing up with new and
effective ideas which will help in improving economic condition of country.
 Political Purpose – Each and every country follows different rules and regulations and it
is mandatory for all to obey those instructions. As a teacher of leadership curriculum
should be designed in such a way that students are aware about all rules and regulations
imposed by government and legislative bodies, which will help them in understanding
working of country starting from very early age (Kuchera, and Redman, 2020). This will
also create interest of students towards working and functioning of country and they can
give measures to improve its functions.
1.2 Evaluate approaches and models of curriculum design and development used.
Approaches of curriculum designs
Learner centred – In this curriculum design teachers pays attention towards learning of
students. They provide opportunities to make choices on its own and helps them in showing way
to select correct path. It makes students disciplined like they monitor that students should be in
proper uniform and are able to adjust with other students.
Subject centred – Subject centred refers to curriculum design which only focuses towards a
particular subject. A specific list of task or activities are provided to teacher and they had to
move on that same path (Boluk, Muldoon, and Johnson, 2019). They have to make sure that
students pay proper attention towards subject which is being taught to them.
Problem centred – The teachers are involved in giving students real life experience. They asked
students to find out solutions of any problem on its own, this helps students in being creative and
become strong to face the problems that might occur in near future. All this results in developing
mental state of students and make them creative and innovative. At earlier stage students are able
to understand how to handle hurdles.
Models of curriculum design
Product Model curriculum by Tyler, R. W. (1949)

Product model is considered as most effective model for developing curriculum. This is also
considered as Objective model because it uses unbiased ways to measure meaning of education.
A step by step guidelines are provided to design a curriculum design. Initially the teachers had to
make a plan at set the objective what they want to deliver to students and they start framing tasks
as per planned tasks (Blunk, 2022). It is responsibility of teachers to make positive changes in
attitude and behaviour of students. The drawback of this method is that teachers can't evaluate
are efforts put by them are not correct path or not, because there is not one to evaluate their
performance. So, teachers find difficulties in understanding are they on the correct path or any
other method need to be adopted by them.
Process Model curriculum by Stenhouse, L. (1975)
Process model states that apart from providing bookish knowledge to students it's better
to provide them skills which will be helpful for them in their upcoming future. They can only
achieve goods grades by learning from theories it better to provide them practical training too.
The students are not capable to remember things which they had learned from books, if teachers
use innovative ways to deliver lectures to students then they this will increase learning capacity
of students. The things which students learn from real life situations will help them in building
strong decision making. The students feel more engaged when they are provided teachers in an
interesting way. The teachers should try to find out various methods which will help students in
increasing their learning capacity. With this students’ performance will be improved and their
productivity will be increased.
1.3 Explain significance of learner feedback at the time of developing curriculum.
There are numerous important factors of getting feedback from learners, some of them
are stated below -
 Identify strengths and weaknesses of curriculum – With the help of feedback from
learners, it become easy for teachers to understand strong as well as weak points of
curriculum (Pieters, and.et.al 2019). At the time of preparing design of curriculum there
is high chances that certain flaws be present in curriculum, also there could be certain
effective points. By working on those strong parts leadership teacher will be able to
deliver its message in a very effective manner.
 Designing curriculum as per learners – The curriculum is designed for students so it is
important to make curriculum in such a way that it act as a supporter for students. The

curriculum should be designed in such a way that it could be understood by students
easily and can provide by benefit. So, it's for teachers to listen to feedbacks provided by
students.
 Maintaining Quality – To evaluate the quality provided by leadership teacher is
providing values to students or not taking feedbacks from learners is very crucial. If the
designed curriculum is not designed in such a way that it is providing values to students
then with the help of feedbacks, leadership teacher can make changes and improves
quality of material or curriculum that they are providing to students.
 To uphold Professional values – In case the curriculum is not designed in such a way
that learners are able to grab knowledge from it, then it is affecting image of leadership
teachers negatively (Woyessa, 2020). Designing curriculum is waste if it is not able to
provide values to students. So, with the help of feedbacks from teachers they can make
necessary changes and improvement that will help teachers from spoiling their image.
1.4 Examine how risk is managed while developing curriculum.
At the time of designing curriculum certain hurdlers or risk could be appeared so in order
to manage those risk certain measures could be taken that are mentioned below -
 Applying Curriculum Activity Risk Assessment (CARA) process – Curriculum
Activity Risk Assessment (CARA) is a guideline which is made in order to avoid risk
occurred at the time of designing curriculum. These guidelines are reviewed regularly
and instantly updates after the completion of review process. This is how risk will be
manged at the time of developing curriculum.
 Meeting student needs – A designed curriculum will be considered as effective and
proper curriculum only when the learners are able to understand it. A leadership teacher
should design a curriculum in such a way that students are able to understand it. With this
it should be designed in such a way how the students want it, then only students’ needs
and requirements could be meet.
 Availability of materials and equipment – Before start designing curriculum for
students, leadership teachers should check and analyses do they have proper material or
equipment required by them at the time of designing curriculum (Amoako, 2022).
Insufficient availability of material affects working of teachers negatively and chances of

risk would be increased. This is the reason why; the material should be properly
available.
 Location of the activity – For the sake of development of student’s certain activities are
conducted by leadership teachers. The location of conducting activity should be
appropriate enough that it increases involvement of students. Location of conducting
activity affects performance as well as engagement of students, so it should be choice
wisely by teachers.
 Supervisor’s presence in activities – While conducting activity there is high chances
that any miss happening could take place. In order to avoid this risk, it better that a
teacher is available with the students who will supervise and guide students at each and
every point of time (Wheeler, 2018). This makes students feel risk free and can enjoy the
activity conducted by leadership teachers.
 Ensuring Personal Protective Equipment (PPE) – Personal Protective Equipment
(PPE) are the equipment wore as a safety equipment to avoid from injury. Whenever, the
leadership teachers conduce any activity for students that may cause any injury then
students should be provided with personal protective equipment in order to avoid the
chances of injury.
 Recording curriculum activities flowchart – At the time of designing curriculum all the
activities conducted by students should be recorded in a form of flowchart. This will
avoid the chances of error and this will also provide a proper guideline for teachers. With
the help of flowchart analyzing activities could be easy and will avoid chances of risk.
 Reviewing and evaluating curriculum activities – The most important thing to avoid
the chances of risk, it's crucial to review and evaluate curriculum. If any flaws are found
in curriculum, then timely necessary actions could be taken against them. This will help
teachers in avoiding risk that may occur at the time of developing curriculum.
1.5 Measure methodologies used to monitor and evaluate curriculum.
In order to evaluate and monitor curriculum certain methodologies can be taken which
are stated below -
 Identify assessment objectives – In order to monitor or evaluate curriculum it is
important to identify the purpose behind making assessment. This will give a clear idea

what actions are to be taken by teachers and what actions are not performed by them in
order to attain it's set objectives. Then as per objectives curriculum should be monitored.
 Develop a comprehensive assessment plan - The leadership teacher should design a
wide and exclusive plan in order to avoid mistakes. Then start evaluating or monitoring
them as per the decided plan.
 Determine the outcomes of a programme – The best way to monitor the performance is
to determine the outcomes, this indicates that the outcome should be measured with the
set planed and with the standard decided (Rata, and McPhail, 2020). This will help in
understanding that they are able to achieve goals or not.
 Analysing and interpreting information gathered – There are number of sources from
where information is being gathered about the curriculum. In order to monitor or evaluate
it all these information should be collected at a single place and then make a proper
analysis. With this teacher will be able to understand the exact thing and can deliver an
effective information.
 Improve methods of teaching and instructional techniques – The teacher of leadership
can adopt certain methods and techniques to deliver information to students (Nyeu,
2020). Teachers should evaluate and monitor the best technique which can be use by
students in order improve learning of students and with this timely assessment of students
along with taking reviews should be done to understand the efficiency of information
provided by teachers to students.
 Assessment of curriculum outcomes – The leadership teachers sets a standard, which is
used by them to evaluate performance of students. After reviewing curriculum, teachers
should measure outcome of that curriculum. This will help teachers in monitoring are
they able to achieve set targets or not and if not then necessary actions could be taken by
them.
TASK 2
Covered in separate document

TASK 3
3.1 Evaluate the achievement of the learning outcomes of an education and training
curriculum.
Learning outcome refers to the clear instructions and information given to students to make their
education and training more effective. These outcomes make education and training easy for
learners. These outcomes act as a bridge between the learners and their goals and thus, are quite
important. The learning outcomes are, set by the institutions, to enhance the performance of
students by making them more focused and dedicated towards their education (Martinez, 2019).
The successfulness of the learning outcomes can be measured in various ways. Some of them are
explained below:
Feedback from students – The methodologies adopted by teachers to teach their students
should be effective and easy to understand. It is necessary to take feedback from students
about the teachers and their teaching method (Bulte, Meijer and Pilot, 2021). Feedback
may vary from student to student as every student uses their brain differently. It is the
best way to figure out how effective a teacher's teaching is.
Feedback from teachers – It is important to take feedback from teachers also about the
performance of their students. Performance of learners reflects how well the students
understood whatever they are being taught. This will help to measure efficiency of the
teachers more precisely.
Feedback from management – Feedback from management are considered as more reliable
by the public. It is the management who deeply knows the working system of an
institution. They very well know how productive their teachers are and how good they
are at handling queries of students. Feedback from management is generally accurate and
help people to identify the rate of learning growth in the institution.
Observation – The day-to-day activities tell a lot about the teachers and their students. The
behaviour and the teaching pattern of teachers can be observed along with the
observation of activities of students to know how effective learning outcomes are.
Assessing students' achievements – The rate of change in students growth tell a lot about
their teachers. Effective teachers have the capability to make their students understand
even the toughest concept well.

3.2 Evaluate the delivery of an education and training curriculum.
It is important for the teachers to know their students well in order to make them
understand the concept as every student is different and so do their learning power. The
evaluation of delivery of education and curriculum activities is very important for making an
institution successful. Some of the ways to measure the delivery of education and training
curriculum are as follows:
 Working through suitable learning styles – As mentioned above, every student has its
own learning style and manner. The teacher should develop the education and training
curriculum in such a way that suits to every student.
 Resources used in delivery of curriculum – it is the duty of the teachers to look after
the resources required in the curriculum activities. Proper resources must be there for
effective teaching as they play an important role in delivery right education. Projectors
can be used to make the teaching more interesting and effective.
 Review cycle – Another way for evaluating the delivery of curriculum is to review the
learning outcomes. Review of curriculum help to identify if there is any hurdle or barrier
which can disturb the delivery of education and training (Blanchard and DePryck, 2018).
Reviewing enable teachers to know about the thoughts and opinions of the students and
improve their teaching, if required.
 Interactive sessions – Interactive sessions between teachers and students enable the
delivery of education in a more effective and efficient manner. It is important for the
teachers to know students and their grievances well by setting up interactive sessions.
The sessions help the students solve if there is any issue regarding curriculum which help
teachers to know where they need to work and improve. These sessions are necessary for
students to get comfortable with the teachers and discuss their problems openly without
any hesitation.
3.3 Identify areas for improvement for education and training curriculum.
Improvement of curriculum activities is important for growth of education and
knowledge among students. Identification of some areas for improvement for education and
training curriculum are:
 Identification of future goals and objectives resulting from learning activities –
Objectives that students aim for their better future can help teachers to improve their

teaching pattern and style as per the requirement of the students' goals. Learning
activities highly impact their goals and thus must be guided in a proper manner. Goals of
students help teachers to know what are the needs of students and what do they expect
from teachers to teach them. Proper guidance is necesaary for bright future of every
student and hence their goals must be identified correctly to improve the curriculum.
 Curriculum's objectives must be reasonable and attainable – For improving
curriculum, teachers must ensure that the goals and objectives set up for a curriculum
should be attainable and quite reasonable (Campbell and Et. Al., 2021). Only then, the
teachers can expect to improve the outcomes of curriculum. If the objectives of
curriculum are not reasonable and achievable, then they are useless. Objectives are set up
for achievement which help in measuring the rate of knowledge growth in a student.
 Curriculum has to be adaptable and flexible in response to changing circumstances-
Curriculum can be improved when it is flexible enough to mold itself to the changing
situations. Teachers must keep on bringing changes in order to teach students in a
different manner to make the education interesting for them.
 Curriculum must be updated to match current learning requirements – For
improvement in curriculum, it should be updated to the latest learning requirements.
Old pattern of learning is not that effective as compared to the modern ones. There are
subjects where changes are being made every year (Carvajal-Ortiz, Florian-Gaviria and
Díaz, 2019). It is necessary to update the curriculum to match the present educational
scenario to provide students with the best and more accurate knowledge.
3.4 Make improvements to education and training curriculum.
In education and training, it is important for the teacher to get best skills and knowledge
about the curriculum. In order to improve own areas in the field of leadership and training, there
is need of effective strategies to promote own knowledge about including legislations, key
relevance of the styles and approaches of the leadership. In order to improve education and
training, there will be an effective practice that can be done though getting professional
expertise.
Apply strategies for reviewing curriculum.

In order to review the curriculum, being a teacher of leadership, it is necessary to involve
in reviewing the curriculum to check all the criteria and standards are successfully met. It could
be done through promoting behaviour and equality of the leadership qualities that will be
promote through approaching leadership style (Green, 2021). The strategies include feedback
from the students, analyse their issues and problems, check all the legislations before setting
practices.
Professionals involved in curriculum review.
As per the professional values in reviewing the curriculum areas. Being a teacher of
leadership, I should have communication and decisions making skills in order to guide the
people and make them convince. Therefore, I must be professional in tone of voice, sentimental
and emotional intelligence to analyse the impact of vital practices.
CONCLUSION
The report has concluded that, there are various areas for the development of curriculum. it
has analysed that, it has effective purpose and objectives of developing syllabus throughout the
sessions and students will get a clear path towards learning. It shows that, the curriculum is
important for academic, social, economic and political interferences to enhance the key impact
on the various practices. Therefore, it is necessary to focus on the vital interferences of the
educational policy and laws.

REFERNCES:
Books and Journals:
Amoako, G.K., 2022. Enhancing Employability Skills in Marketing Graduates Through
Teaching Philosophy and Curriculum Design: A Ghanaian Perspective. In Handbook
of Research on Teaching Strategies for Culturally and Linguistically Diverse
International Students (pp. 75-94). IGI Global.
Blanchard, G. and DePryck, K., 2018, October. E-learning in collaborative professional
development programs The case of training for curriculum design in higher education
in Suriname. In E-Learn: World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education (pp. 1001-1005). Association for the
Advancement of Computing in Education (AACE).
Blunk, R., 2022. We're Human, After All!: Human-Centered Approaches for Creative IL
Curriculum Design.
Boluk, K.A., Muldoon, M.L. and Johnson, C.W., 2019. Bringing a politics of hope to the tourism
classroom: Exploring an integrated curriculum design through a creative and reflexive
methodology. Journal of Teaching in Travel & Tourism, 19(1), pp.63-78.
Bulte, A. M., Meijer, M. R. and Pilot, A., 2021. The Nature of Matter in a Design-Based
Chemistry Task: From Macroscopic Properties to the Microscopic Models of
Materials Using the Notion of Activity Theory for Curriculum Design. In Design-
Based Concept Learning in Science and Technology Education (pp. 27-48). Brill.
Campbell, M. and Et. Al., 2021. The framing of employability policy and the design of work-
integrated learning curriculum. In Advances in Research, Theory and Practice in
Work-Integrated Learning (pp. 17-26). Routledge.
Carvajal-Ortiz, L., Florian-Gaviria, B. and Díaz, J. F., 2019, September. Models, methods and
software prototype to support the design, evaluation, and analysis in the curriculum
management of competency-based for higher education. In 2019 XLV Latin
American Computing Conference (CLEI) (pp. 1-10). IEEE.
Clinton, V. and Walkington, C., 2019. Interest-enhancing approaches to mathematics curriculum
design: Illustrations and personalization. The Journal of Educational
Research, 112(4), pp.495-511.

Green, C., 2021. Consequences of neoliberal traits in curriculum design; English influences and
the implementation of moral education in schools in the United Arab
Emirates. Globalisation, Societies and Education, pp.1-13.
Kuchera, A. and Redman, D., 2020. Entrepreneurship Education in HEIs: Comparing Innovative
Teaching Methods and Curriculum Design Approaches-A Multiple Case Study of 5
European HEIs.
Martinez, M. J. A., 2019. “Remember the Time We Set up Our Tipi?”: Relational Curriculum
Design for Culturally Responsive Mathematics Education. In Living Culturally
Responsive Mathematics Education with/in Indigenous Communities (pp. 47-70).
Brill.
Nyeu, M.T., 2020. From Indigenous Elders’ Stories to a Critical Thinking Curriculum: a
Discussion-Based Literacy Intervention Using Indigenous Students’ Cultural
Narratives (Doctoral dissertation).
Pieters, and.et.al 2019. Collaborative curriculum design for sustainable innovation and teacher
learning (p. 424). Springer Nature.
Rata, E. and McPhail, G., 2020. Teacher professional development, the knowledge-rich school
project and the curriculum design coherence model. In Teacher education in
globalised times (pp. 311-329). Springer, Singapore.
Wheeler, E., 2018. Foundations of a Bricolage Method: Using Learning Stories for the Co-
production of Curriculum Design, Impacting Experiences of Learning Difference
within Higher Education. Journal of the Foundation Year Network, 1.
Woyessa, Y.T., 2020. Assessing the practices of technical and vocational education and training
curriculum design and development in Ethiopia (Doctoral dissertation).